I'm a chatbot, ask me anything: using ChatGPT to improve learning experiences

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1414

Keywords:

GenAI, cognitive load, skill building, artificial intelligence, AI

Abstract

Artificial Intelligence (AI) offers substantial opportunities and challenges in higher education. Given the evolving technological landscape, educators must ensure that students acquire a skill set encompassing both AI and traditional academic skills to enable them to succeed in their studies and future careers. We tested two groups of students, who each watched a recorded lecture on an unfamiliar topic. The first group used ChatGPT to ask questions and clarify content during the lecture, while the second group used Google search for the same purpose. We assessed the impact of these tools on the students’ cognitive load (germane and extraneous) and measured active learning through the number of questions students asked. We also used a post-test quiz, covering the breadth of Bloom’s Taxonomy, to evaluate the efficacy of each method. We expected that students using ChatGPT would experience lower extraneous cognitive load, higher germane cognitive load, and would learn content more effectively. Qualitative results demonstrated a notable preference for chatbots over search engines, due to the ease of locating specific information and obtaining insightful responses. Our findings suggest the potential of AI as a transformative tool in education, helping to enhance and deepen learning, while ensuring students retain ownership of their critical and creative processes. Leveraging the potential of AI and large language models may also serve a broader purpose: by personalising learning experiences to match individual students’ language skills, experience levels, and needs, AI may bridge the gap between the tailored support students want and the practical constraints that educators face.

Author Biographies

Beverley Pickard-Jones, Bangor University

Beverley Pickard-Jones is a Lecturer in Psychology at Bangor University. She is excited about integrating technology and education. Her pedagogical research focuses on leveraging AI technologies to optimise the learning experience and foster greater knowledge retention among students. By embracing AI in educational practices, she believes we can equip students with the skills they need to excel in a dynamic and swiftly-changing technological landscape.

Sarah Thomson, Bangor University

Sarah Thomson is a Honorary Industrial Fellow at Bangor University. She works with the School of Human and Behavioural Sciences to bridge the gap between experimental psychology and applied user-centred design practices.

Stephanie Baines, Brunel University London

Stephanie Baines is a Senior Lecturer (Education) in Psychology at Brunel. She is Associate Dean Quality Assurance and former Psychology UG Programme Lead. Dr Baines’ research focuses on authentic assessments, innovation in teaching & learning in Higher Education and the use of AI in education. She believes that incorporating AI in teaching and learning including in assessments is crucial to equip students with the right skills for their future.

Pauldy Otermans, Brunel University London

Pauldy Otermans is a Reader (Education) in Psychology at Brunel and a female tech leader in the UK. She is the Director of the Education Hub and Employability Lead for the Faculty. Dr Otermans’ research focuses on using AI in education and authentic assessments. She believes that upskilling students and staff with AI literacy is crucial for graduate and professional development in Industrial Revolution 4.0.

References

Bobula, M. (2004) ‘Generative artificial intelligence (AI) in higher education: a comprehensive review of challenges, opportunities, and implications’, Journal of Learning Development, Issue 30, March, pp.1-27. Available at: https://doi.org/10.47408/jldhe.vi30.1137.

Papert, S. (1980) Mindstroms: children, computers, and powerful ideas. New York: Basic Books, Inc. Available at: https://dl.acm.org/doi/book/10.5555/1095592.

Vasconcelos, M. A. R. and dos Santos, R. P. (2023) ‘Enhancing STEM learning with ChatGPT and Bing Chat as objects to think with: a case study’, Eurasia Journal of Mathematics, Science & Technology Education, 19(7), pp.1-15. Available at: https://doi.org/10.29333/ejmste/13313.

Zhou, X. and Schofield, L. (2024) ‘Using social learning theories to explore the role of generative Artificial Intelligence (AI) in collaborative learning’, Journal of Learning Development in Higher Education, Issue 30, March, pp.1-12. Available at: https://doi.org/10.47408/jldhe.vi30.1031.

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Published

31-10-2024

How to Cite

Pickard-Jones, B. (2024) “I’m a chatbot, ask me anything: using ChatGPT to improve learning experiences”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1414.